Monthly Editions
Language Policy Implementation: A Look at Teachers’ Perceptions
This study explores teachers’ perceptions of the language policy implementation in the Chinese tertiary context. With data collected from classroom observations and follow-up interviews, the findings revealed a discrepancy between policymakers’ intentions and teachers’ executions.
Reading Strategy, Amount of Writing, Metacognition, Metamemory, and Apprehension as Predictors of English Written Proficiency
This study investigated whether reading strategy, amount of writing, metacognition, metamemory, and apprehension significantly predicts writing proficiency in English. The sample is composed of 159 college students taking up their English course. Five instruments were administered for each of the predictor variables of written proficiency.
The Necessities, Feasibilities and Principles for EFL Teachers to Build A Learner-oriented Mini-corpus for Practical Classroom Uses
Corpus linguistics is developing at such an amazing rate that established corpora of different genres and for different purposes are emerging rapidly in recent years. However, though the advantages of all these corpora to language teaching and learning are well acknowledged, they haven’t produced “tangible pedagogical results†(Nunn, 2005) in an EFL classroom context.
Unplanned Vocabulary Instruction in the Adult EFL Classroom
A large proportion of the direct vocabulary instruction an adult learner will receive in the EFL classroom will be unplanned (McDonald, 2006). Although unplanned vocabulary instruction can provide many of the conditions learning theorists recognise as being necessary for learning to take place, its spontaneous nature means it has certain limitations.
Factors Affecting the Integration of Information and Communications Technology in Teaching English in Taiwan
As language and technology are two major focuses of educational reform in Taiwanese higher education, Taiwanese teachers of English as a foreign language have to cope with the challenge of technological and pedagogical shifts occurring in the teaching profession.
Learning to Use the Articles, A and The, in One Lesson
To deal effectively with an area of language which some consider unteachable, this report proposes a single lesson based on consciousness-raising to teach some general principles which govern the use of the articles.
An Evaluation of an Internet-Based Learning Model from EFL Perspectives
World Wide Web emerges as a potential language learning resource, which has received much attention over the past decade. Among numerous technology-enhanced applications, WebQuest has become one of the popular learning models which makes use of Internet resources by engaging students in authentic and collaborative tasks.
Personal Authenticity through Authentic Materials, Authentic Tasks, and Negotiation
In this article, I examine the concept of personal authenticity (van Lier, 1996), using student diary entries collected during an English for academic and professional purposes course with a negotiated syllabus. Signs of personal authenticity – a concept related to autonomy – are traced in the entries.
Preparing University EFL Students for Job Interviews in English: A Task-Based Approach
With English as the de facto lingua franca of the global economy, more and more companies, national and international, hold interviews for candidates in English. Gumperz and Roberts (1991) note that ‘interethnic encounters’ pose a daunting challenge for some learners; none more so than an English interview.
Applying Computer Assisted Language Learning (CALL) Principles to Business/Technology Teaching in English (BTTIE) for Asian International School Students
International educational institutions teaching all subjects in English, from elementary to graduate schools, are proliferating across Asia. Most if not all such organizations dictate that students pass their respectively required English proficiency tests as an admission requirement…
